Learning AP Psychology (Unit 4)
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- Garey Conley
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1 1 Learning AP Psychlgy (Unit 4) Learning is a lasting change in behavir r mental prcess as the result f an experience. There are tw imprtant parts: a change a simple reflexive reactin is nt learning learning regarding is much harder t bserve and study Learning is mre than schl, bks and tests. Withut learning ur lives wuld simply be a series f and. We wuld nt be able t cmmunicate, we wuld have n memry f ur past r gals fr the future. In humans, learning has a much larger influence n behavir than instincts. Learning represents an advance ver instincts. Types f Learning Habituatin: Learning t respnd t the repeated presentatin f a stimulus. Example: Emergency sirens in the city Mere Expsure Effect: A learned fr stimuli t which we have been previusly expsed. Example: A cach s r parent s vice AKA Familiarity Principle Behaviral Learning: Frms f learning, such as classical and perant cnditining which can be described in terms f stimuli and respnses. Classical cnditining is mre learning, perant cnditining is mre learning. Pavlv and Classical Cnditining Originally studying salivatin and digestin, Pavlv stumbled upn classical cnditining while he was experimenting n his dg. Classical Cnditining: A frm f learning in which a previusly stimulus (stimuli w/ reflex prvking pwer) acquires the pwer t elicit the same innate prduced by anther stimulus. Pavlv discvered that a neutral stimulus, when paired with a natural reflex-prducing stimulus, will begin t prduce a respnse, even when it is presented by itself.
2 There are 5 main cmpnents f cnditining. Classical Cnditining always invlves these parts. They are: Neutral Stimulus Any stimulus that prduces cnditined respnse prir t learning Uncnditined Stimulus (UCS) UCS: A stimulus that -withut cnditining r learning- prvkes a reflexive respnse. In Pavlv s experiment, was used as the UCS because it prduced a salivatin reflex. Classical cnditining cannt happen withut UCS. The nly that can be classically cnditined are thse that are prduced by uncnditined stimulus. Uncnditined Respnse (UCR) UCR: A respnse frm an uncnditined stimulus withut prir learning. In Pavlv s experiment, the UCR was the dg when its tngue tuched fd. Realize that the UCS-UCR cnnectin invlves r acquisitin. Cnditined Stimulus (CS) A CS is the riginally neutral stimulus that gains the t cause the respnse. In Pavlv s experiment, the began t prduce the same respnse that the fd nce did. Cnditined Respnse (CR) A CR is a respnse elicited by a previusly stimulus that has becme assciated with the uncnditined stimulus. Althugh the respnse t the CS is essentially the same as the respnse riginally prduced by the UCS, we nw call it a cnditined respnse. Frm Uncnditined t Cnditined During acquisitin, a neutral stimulus is paired with the uncnditined stimulus. After several trials the neutral stimulus will begin t elicit the same respnse as the UCS. Acquisitin: The stage during which a cnditined respnse cmes t be elicited by the cnditined stimulus. Extinctin merely the cnditined respnse, and the CR can reappear during spntaneus recvery. Spntaneus Recvery: The respnse after a rest perid f an extinguished cnditined respnse. Spntaneus recvery is than the riginal CR. 2
3 Timing and Frequency pairings (frequency) f the CS and UCS increase the strength f the learned respnse. Presenting the CS the UCS (timing) increases the strength f the learned respnse. Prviding a shrt in time between the presentatin f the CS and UCS increases the strength f the learned respnse. Type f Cnditining Definitin Applicatin t Pavlv s Experiment Delayed Cnditining (Frward Cnditining) Trace Cnditining (Frward Cnditining) Simultaneus Cnditining Backward Cnditining A prcedure in which the CS is intrduced and remains present befre the UCS is intrduced. (Effective!!) A prcedure in which the CS is intrduced and stpped befre the UCS is intrduced. The presentatin f the tw stimuli is divided by an interval f time. A prcedure in which the CS and UCS are intrduced at the same time. A prcedure in which the UCS is presented befre the CS (Nt effective!!) The bell (CS) is intrduced and remains present fr a shrt perid befre the fd (UCS) is intrduced. The bell (CS) is intrduced and remved. After a perid f time the fd (UCS) is intrduced. The bell (CS) and fd (UCS) are intrduced at the same time. The fd (UCS) is presented befre the bell (CS) What if we culd nt between stimuli that were similar? The bell ending class vs. fire alarm The drbell vs. ur cell phnes Discriminatin: The ability t distinguish between tw similar signals stimulus. Jhn B. Watsn and Little Albert Watsn is ften cnsidered the f American behavirism but his experiment has definitely been debated based n mdern standards. Albert (9 mnths ld) was taught t fear white furry bjects. Eventually Little Albert nt nly feared the rat, but his fear t all white, furry items. 3
4 Cuntercnditining Mary Cver Jnes used the principles f classical cnditining t a fear. Uncnditined stimuli that create invluntary feelings f emtin are paired with the -prducing bject r event until it n lnger prduces fear. Experiment with Little Peter wh was afraid f. A psitive stimulus (ckie r piece f candy) was paired with the rabbit each time the rabbit was placed clser t the by, until he was n lnger fearful f rabbits. One f many methds f based n behaviral research. Operant Cnditining With classical cnditining yu can teach a dg t salivate, but yu cannt teach it t sit up r rll ver. Why? Salivatin is an reflex, while sitting up and rlling ver are far mre cmplex respnses that we think f as vluntary. An perant is an behavir that an rganism uses t perate in the envirnment. Operant Cnditining: A frm f learning in which the f a respnse is changed by its cnsequences that is, by the stimuli that the respnse. Thrndike and the Law f Effect Edward Thrndike (late 1800s) Lcked cats in a cage/ bx Behavir changes because f its cnsequences. Rewards behavir. If cnsequences are unpleasant, the Stimulus- Reward cnnectin will weaken. Called the whle prcess instrumental learning. B.F. Skinner B.F. Skinner (1930s) became famus fr his ideas in behavirism and his wrk with. Research based n Thrndike s Law f Effect: The idea that respnses that prduced desirable results wuld be learned, r stamped int the rganism. A reinfrcer is anything that a behavir. The wrd means add r apply; is used t mean subtract r remve. Psitive Reinfrcement: The f smething. Occurs when a stimulus is presented as a result f perant behavir and that behavir increases. Example: If a dg "sits" n cmmand and this behavir is fllwed by the reward f a dg treat, then the dg treat serves t psitively reinfrce the behavir f "sitting. Example: A father gives candy t his daughter when she picks up her tys. If the frequency f picking up the tys increases, the candy is a psitive reinfrcer (t reinfrce the behavir f cleaning up). 4
5 Negative Reinfrcement: The f smething. Occurs when an aversive (unpleasant) stimulus is remved as a result f perant behavir and the rate f the behavir increases. Example: A child cleans his r her rm, and this behavir is fllwed by the parent stpping "nagging" r asking the child repeatedly t d s. Here, the nagging serves t negatively reinfrce the behavir f cleaning because the child wants t remve that aversive stimulus f nagging. Example: A persn puts intment n a bug bite t sthe an itch. If the intment wrks, the persn will likely increase the usage f the intment because it resulted in remving the itch, which is the negative reinfrcer. Tw types f Negative Reinfrcement Escape Learning Escape learning ccurs t an stimulus such as annyance r pain, thereby negatively reinfrcing the behavir. Fr example, t persuade a rat t jump frm a platfrm int a pl f water, yu might electrify the platfrm t mildly shck the rat. The rat jumps due t escape learning, since it jumps int the water t escape the electric shck. Avidance Learning Yu can transfrm escape learning int avidance learning if yu give a, such as a tne, befre the unwanted stimulus. If the rat receives a cue befre the shck, after a few trials, it will jump befre it gets shcked. The rat will cntinue t jump when it gets the signal, even if the platfrm is n lnger electrified. A punishment is an averse/disliked stimulus which ccurs a behavir, and the prbability it will ccur again. Psitive Punishment: An undesirable event that fllws a behavir: getting spanked after telling a lie. This is the f smething. Example: An experimenter punishes a respnse by presenting an aversive stimulus int the animal's surrundings (a brief electric shck, fr example). Negative Punishment: When a event ends r is taken away after a behavir. Example: getting grunded frm yur cell phne after failing yur prgress reprt. Think f a (taking away time frm a fun activity with the hpe that it will stp the unwanted behavir in the future.) 5
6 6 The cnsequence prvides smething ($, a spanking ) Psitive Reinfrcement Psitive Punishment The cnsequence takes smething away (remves headache, timeut) Negative Reinfrcement Negative Punishment The cnsequence makes the behavir mre likely t happen in the future. The cnsequence makes the behavir less likely t happen in the future. Reinfrcement vs. Punishment Unlike reinfrcement, punishment must be administered. Intermittent punishment is far less effective than punishment delivered after every undesired behavir. In fact, nt punishing every misbehavir can have the effect f the behavir. It is imprtant t remember that the, nt the teacher, decides if smething is reinfrcing r punishing. Punishment and negative reinfrcement are used t prduce effects n behavir. Punishment is used t a behavir r reduce its prbability f reccurring. Negative reinfrcement always a behavir s prbability f happening in the future (by taking away an unwanted stimuli). Remember, psitive means adding smething and negative means remving smething. Premack Principle Yu have t take int cnsideratin the used. Is the reinfrcer wanted?.r at least is it mre preferable than the targeted behavir. McDnalds might be a great psitive reinfrcer fr sme, but it wuld nt wrk well n a vegetarian. Uses and Abuses f Punishment Punishment ften prduces an change in behavir, which irnically reinfrces the. Hwever, punishment rarely wrks in the run fr fur reasns: 1. The pwer f punishment t suppress behavir usually disappears when the f punishment is gne. 2. Punishment triggers escape r aggressin. 3. Punishment makes the learner : inhibits learning. 4. Punishment is ften applied.
7 7 T make punishment wrk: Punishment shuld be swift. Punishment shuld be certain-every time. Punishment shuld be limited in time and intensity. Punishment shuld clearly target the behavir, nt the persn. Punishment shuld nt give mixed messages. The mst effective punishment is ften missin training-negative punishment. Reinfrcement Schedules Cntinuus Reinfrcement: A reinfrcement schedule under which crrect respnses are reinfrced. Example: A vending machine. This is a useful tactic in the learning prcess. It als helps when shaping new behavir. Shaping: A technique where new behavir is prduced by reinfrcing respnses that are t the desired respnse. Example: Dg training Intermittent Reinfrcement: A type f reinfrcement schedule by which, but nt all, crrect respnses are reinfrced. Intermittent reinfrcement is the mst effective way t maintain a desired behavir that has already been learned. Interval schedule: rewards subjects after a certain. Rati schedule: rewards subjects after a certain. Intermittent Reinfrcement Schedules- Skinner s labratry prduced these respnses patterns t each f fur reinfrcement schedules. Fr peple, as fr pigens, research linked t number f respnses ( ) prduces a higher respnse rate than reinfrcement linked t time elapsed ( ).
8 8 Primary and Secndary Reinfrcers Primary reinfrcement: smething that is reinfrcing: fd, warmth, water. Secndary reinfrcement: smething yu have is a reward because it is paired with a primary reinfrcement in the lng run: gd grades. Tw Imprtant Theries Tken Ecnmy: A therapeutic methd based n perant cnditining where individuals are rewarded with tkens, which act as a reinfrcer. The tkens can be redeemed fr a variety f rewards. Premack Principle: The idea that a mre activity can be used t reinfrce a less-preferred activity. Summary Classical Cnditining Behavir is cntrlled by the stimuli that precede the respnse (by the CS and the UCS). N reward r punishment is invlved (althugh pleasant and averse stimuli may be used). Thrugh cnditining, a new stimulus (CS) cmes t prduce the ld (reflexive) behavir. Extinctin is prduced by withhlding the UCS. Learner is passive (acts reflexively): Respnses are invluntary. That is behavir is elicited by stimulatin. Operant Cnditining Behavir is cntrlled by cnsequences (rewards, punishments) that fllw the respnse. Often invlves rewards (reinfrcement) and punishments. Thrugh cnditining, a new stimulus (reinfrcer) prduces a new behavir. Extinctin is prduced by withhlding reinfrcement. Learner is active: Respnses are vluntary. That is behavir is emitted by the rganism.
Operant Conditioning With classical condi oning you can teach a dog to salivate, but you cannot teach it to sit up or roll over. Why?
4 Cuntercnditining Mary Cver Jnes used the principles f classical cndi ning t a fear. Uncndi ned s muli that create invluntary feelings f em n are paired with the -prducing bject r event un l it n lnger
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